The Central Board of Secondary Education (CBSE) will require students in classes nine and 10 to study three languages starting July 1, 2026 [1].
This policy shift aligns Indian secondary education with broader national goals to increase multilingualism and cultural literacy among youth. By diversifying the linguistic requirements, the board aims to ensure students maintain a stronger connection to regional and national languages while pursuing global communication skills.
Under the new regulations, students must study three languages, designated as R1, R2, and R3 [2]. A critical component of this mandate is that at least two of these three languages must be Indian languages [2]. This requirement ensures that the curriculum prioritizes indigenous linguistic heritage alongside foreign or elective options.
To balance the increased academic load, the CBSE has modified the assessment process for the third language. There will be no Class 10 board examination for the third language, R3 [1]. Instead, students will be assessed at the school level [1]. This change is intended to reduce the pressure on students during their final secondary school examinations while still encouraging linguistic proficiency.
The rule applies to all CBSE-affiliated schools across India [1]. It is scheduled to take effect for the 2026-27 academic session [1].
The initiative is a direct implementation of the National Education Policy 2020 [3]. That policy emphasizes the promotion of multilingualism, and the fostering of cultural understanding among students across different states and backgrounds [3]. By integrating these requirements into the mandatory curriculum, the board is shifting the focus of language learning from purely examination-based results to broader cultural competency.
“At least two of the three languages must be Indian languages.”
This transition represents a strategic move by the Indian government to institutionalize the National Education Policy 2020. By removing the high-stakes board exam for the third language, the CBSE is attempting to encourage linguistic exploration without adding to the documented stress of the Class 10 examination cycle. This creates a hybrid model of assessment where core academic proficiency is tested centrally, but cultural and linguistic breadth is managed locally by schools.
